Classrooms for the Future

1. Classrooms for the Future Pennsylvania Department of Education Edward G. Rendell, Governor Gerald Zahorchak, Secretary of Education

2. Agenda • Welcome and Introduction • CFF Panelists • Leadership in CFF • Professional Development • Coaching • Evaluating CFF • Vendor Solutions • CFF Grant and Questions

3. Technology has transformed our society into… • A global marketplace with immediate and unlimited access to • Information 24/7 • Newer and better services and goods • A culture that demands that we possess the skills and knowledge to use technology resourcefully as both a consumer and a worker

4. Pennsylvania Students will compete in a global market • It no longer matters where workers reside. • Companies are looking for the highest skilled workers

5. Pa’s Bold High School Reform Initiative for the 21st Century • Prepare students: • To compete in a global market • To thrive in • An information-rich world • A constantly changing world • A technology-rich world • Redesign HS to meet student’s needs

6. Classrooms for the Future • A bold step toward large-scale high school reform for the 21st Century • Lead by Governor Edward Rendell, • Secretary of Education Gerald Zahorchak • Grantees commit to - • Improve teaching and learning in English, math, science, and social studies • Assist us to prepare our students for tomorrow’s postsecondary and workforce opportunities • Support models for future classrooms • Promote leadership & advocacy for systemic change in organizational and instructional practices

7. High School Reform in PA • Project 720 • Dual Enrollment • Job Ready PA • School Improvement • Career and College Readiness • Accountability Block Grants • Pennsylvania Inspired Leadership • Pennsylvania High School Coaching Initiative • Keystones: Technology Integrators • Getting to One Grants • Classrooms for the Future

8. Major Goals • Improve teaching and learning in English, math, science, and social studies. • Change classroom practice. • Change student-teacher relationships. • Increase student engagement. • Students responsible for learning. • Students developing 21st century skills. • Increase Academic achievement.

9. Standards Aligned System

10. Millennial Students

11. Millennials • Learn socially • Cooperative • Want to be engaged • Interactive • Tech Savy • Self expression

12. Teacher Centered Content coverage Memorizing information Lecturer Whole group configuration Single instructional and learning modality Memorization and recall Single discipline Isolated Textbook dependent Teachers teaching to one learning style Learning content Learning isolated skills and factoids Acting purely as a student Learner Centered Learning and Doing Using Information Facilitator Flexible grouping configuration Multiple lnstructional and learning modalities to include all students Higher Order Thinking Skills - creativity Interdisciplinary Collaborative Multiple sources of information Teachers addressing multiple learning styles Learning how to learn Completing authentic projects Acting as professional in the discipline School 1.0 School 2.0

13. School 2.0 • New Bloom’s Taxonomy • Remember, Understand, Apply, Analyze, Evaluate and Create • Rigor, relevance, relationships • Students constructing knowledge, creative • 21st C. skills – Learning and Thinking Skills • Critical thinking and problem solving • Communication skills • Creativity and innovation skills • Collaboration skills • Contextual learning skills • Information and media literacy skills

14. Year 2 (2007-08) Implementation • 358 schools in 304 districts • Urban, suburban, rural, small, large • Over 100,000 computers in 6700 classrooms

16. one laptop per student desk (cart of 25) a teacher laptop a printer/scanner imaging software productivity software a web cam an electronic whiteboard a projector up to three digital still cameras (per eligible school) up to five digital video cameras (per eligible school) Infrastructure (wireless network, servers) technical support “Smart” Classrooms Each public high school and AVTS/CTC core subject (English, Math, Science, Social Studies) classroom the following:

17. Funding for…. • State Equipment Contract – Mac or PC • “Smart” classrooms and teacher stations • Student laptops • Building infrastructure • Classroom technical support • Additional funding for coach salary

18. CFF Panelists

19. Discussion • What is your vision of CFF in your school? • What do you want the grant to do for your school?

20. Classrooms for the Future A Glimpse into Classrooms for the Future

21. Leadership implementation teams • Central office • Principals • Technology leaders • Coaches • Lead teachers • Unions • Librarians

22. Professional Development • Leadership – principals, Administrators • Face to Face workshops • Local • Vendor provided • On-line job-embedded courses • Instructional Technology Coaches • Teachers

23. Professional Development • 21st Century Teaching and Learning courses (30 hours each year) • The Need for Change • Authentic Teaching and learning in Math, English, Social Studies and Science Classrooms • Inquiry-based learning • Differentiated Instruction • Project-based learning

24. 21st Century Teaching and Learning • Implementation plan – on line • School-based study groups • Fall course set-up

25. Instructional Technology Coaches • Support teachers • In class modeling • Just in time learning • Coach Community • Listserv (subjects) • Vendor workshops • Webinars • Moodle community • Teacher sharing • Subject wikis

26. Instructional Coaches: Challenges • New role • Administrators understanding role • Release time • District policies

27. CFF Coaching • Each school receives $30,000 per building for half time coach • District may augment coach funds to create full time coach • Coaches may not be CFF project manager • Coaches are not effective if they teach a full load • Coaches have required training sessions this fall

28. Research Implementation rate for new learning in traditional professional development without follow up is… 10% Showers, Murphy, and Joyce, 1996

29. Research on CoachingOn-site, job embedded professional development Implementation rates rise… 85% - 90% University of Kansas Center for Research on Learning

30. Conditions for Coaching The coach creates environment within which teachers are willing to try new approaches to support student learning.

31. How do coaches build collaborative partnerships?

32. Where Does Coach Begin? Coaching Continuum Low Risk High Risk Levels of Intensity (Bean, 2004)

33. Ten Roles of a Coach • Resource Provider • Data Coach • Curriculum Specialist • Instructional Specialist • Mentor 6. Classroom Supporter 7. Learning Facilitator 8. School Leader 9. Catalyst for Change 10. Learner Joellen Killion, Deputy Executive Director, NSDC

34. Coach is NOT… • Evaluator • Supervisor • The Expert • Whistle Blower • Fixer • Tutor for state testing! • Technology fix-it person

35. Where do Coaches Begin? • Visit classrooms to watch, listen and learn • Elicit from teacher his/her goals and vision for effective instruction • Find opportunities to reinforce, support and serve • Practice building collaborative partnerships

36. CFF Coach Requirements • Build relationships with teachers before equipment arrives • Attend required coach training (vendor provided – dates and sites to be confirmed) • Attend teacher vendor training • Work with teachers in classrooms during the school day • Participate in electronic coach communication – listserv, moodle site. • Participate in school CFF team

37. Choosing your Coach • Job description – PDE EdHub • Certified, experienced, respected teacher • Any level • Posting/union involvement • Involve now in grant writing • Inside, outside, retiree, consultant, IU • Send resume and cover letter to ra-c4f@state.pa.us for review

38. Evaluation • Program requirement • Penn State University - Lead Casenex, University of Virginia, Metiri • Instruments • TPR - Casenex • Teacher surveys • Student surveys • Interviews, principal, coach, project manager • Full report posted on PDE EdHub

39. Evaluation Goals • To gather information that will guide implementation and decision making • To understand how the addition of one-to-one access to computers and the Internet impacts the teaching and learning process • To describe changes in student achievement and certain 21st Century Skills

40. Evaluation – year 1 findings • Classroom organization shifted in ways conducive to collaboration. • Approximately 15 % fewer rooms arranged as desks in rows and 10% more classrooms arranged in clusters of three to five desks. • The role of the coach is perceived as critical to the program's success. • Approximately 72% of the teachers reported that the CFF coach had been either valuable or very valuable, and most important services the coaches provide were: • Teaching them to operate computers, networks, or software programs • Suggesting ways to incorporate technology to teach the content in their classes, and • Solving technical problems.

41. Evaluation – year 1 findings • Teacher and student activity changed. • Less time in whole class lecture and more time working with small groups and interacting with individual students. • Increases in the use of project- or problem-based learning, authentic learning, multi-modal teaching, peer teaching, and in both informal and formal collaborative learning. • Change in the nature of assignments given to students, shifting toward "real world products." • Shift away from didactic toward constructivist teaching styles, in which students build understanding through activity. • Students spent more emphasis on oral reports and presen­tations.

42. Evaluation – year 1 findings • Student engagement improved. • Students spent significantly less time "off task" (doing things other than what the teacher had intended). • There was a significant in­crease in the level of engagement, with students more deeply engaged during the post-CFF observations. • Teacher's attitudes changed, reflecting increased value for technologies in the learning process, increases in effort and hours, and increased levels of preparation to teach their subjects well. • Approximately 75% of teachers perceived technologies as either valuable or very valuable at the initial survey. A significant shift occurred during Y1, with more teachers rating technologies as "very valuable." • Approximately 70% of teachers reported feeling better prepared to teach this year than last year. • Ninety percent of teachers reported that they are working harder than they were in past years, and approximately the same number (86%) reported that they are also working longer.

43. Evaluation – year 1 findings • Focus on higher order thinking and 21st century skills increased. • Teachers increasingly engaged students in activities requiring higher order thinking. • Increases observed in attention to ten of twelve categories of 21st century skills: Scien­tific Literacy, Cultural Literacy or Global Awareness, E-communication skills, Social or Personal Responsibility, Creativity, Higher-Order Think­ing, Use of Real World Tools, Ability to Produce High-Quality Products, and Planning, Prioritizing, and Managing Work.

44. The Future Culture and pedagogical high school reform Early indicators of systemic impact will be changes in performance and perceptions, including: • Increases in – • Attendance • Student engagement • Time spent on task • Assignment completion • Course rigor • Decreases in – • Classroom disruptions • Drop-Outs • Overall disciplinary actions • Overall Teacher and student attitude improvements. 

45. Evaluation – School Responsibilities • Choose data collector • Will be trained on data collection tools • Collect data in classrooms – Pre and Post • Evaluation dashboard • Input participating teachers • Implementation plan • Teacher and Student Surveys

46. Equipment Solutions • Apple – Brent Frey • CDWG/Lenovo – Ellen Holtz

47. CFF 2008-2009 • $90M (contingent on legislature funding) • Adding 250 additional schools • Public high schools with a 12th grade • Comprehensive AVTS • 611 total eligible entities • Application opened February 11 • egrants.ed.state.pa.us • Guidelines on PDE Ed Hub www.pde.state.pa.us/edhub • Application closes 2 PM April 11

48. Classrooms for the Future • Year 3 • Grant funding for: • “smart” classrooms and teacher stations • student laptops • $6000 per building for infrastructure • $250 per classroom for technical support • Equipment must be purchased from state contract • Macintosh: http://web.mac.com/applecff • PC: http://www.cdwg.com/PAClassroomsforthefuture • Additional funding for coach salary • $30,000 per building (not budgeted in eGrants)

49. Classrooms for the Future • Equipment Purchases • From state contract with grant money • Can purchase from state contract with district money (for the high school) • No substitutions with grant money • Each classroom full solution (Mac, PC) • Infrastructure and technical support • Any contractor/vendor

50. Classrooms for the Future • Grant money for equipment • Maximum eligible classrooms determined by course enrollment formula based on “efficient rostering and thrifty model” • Additional money for coach • Not in eGrants-funded after July • State and Federal money • $30,000 per grantee